Before we attempt to answer that question, let’s temper the example above with that of a less severe example.

I have a client who is encountering all kinds of difficulties in trying to remain positive as she goes through trials with her ex who can’t pay alimony or child support; she is in dire need of money to pay her bills, sustain her child, and pay for college. She has given up on men helping her and has resigned to being single the rest of her life. In addition, she keeps seeing people at work who are less talented, intelligent, and worthy getting promoted while she stays put. She has resigned herself to being dirt poor the rest of her life and says it’s all unfair. My client is not ready to take on Jeffersonian trials, but with effort she can grow in her strength to handle difficulties, her own and possibly even those of Jeffersonian proportions.

Here’s a few more quick, famous examples of those who’ve encountered difficulties to flesh out the picture a bit more: George Lucas floated in obscurity for over six years thinking his break would never come; Al Pacino spent close to a decade homeless and living in squalor before his big break: cast as Michael Corleone in The Godfather; billionaire Bill Bartman went bankrupt, lost everything and had to send his wife back to his mother before making his riches; Robert Kiyosaki and his wife had to live in their car before hitting it big; Tony Robbins lived in a small, one-room apartment with so little space he frequently cooked in the bathtub; got rich, lost it all, and got rich again; Dr. Joe Vital of The Secret fame lived in poverty in Dallas for fifteen years. And on and on the examples go.

In attempting to live, never mind achieve or achieve big (and the more you attempt to achieve the greater opportunity for failure, difficulties, and trials), we all will encounter trials that will test and try us and tug at our heartstrings until we feel that we can take no more. This is knowledge that is as common as the cold, yet few speak to it or address it with the attention it deserves. But some of our greatest thinkers have been aware of life’s great challenges, even on occasion coming forth with suggestions:

“Perfect happiness, I believe, was never intended by the Deity to be the lot of any one of his creatures in this world. The most fortunate of us frequently encounter calamities that may greatly afflict us. And to fortify our minds against the attacks of these misfortunes should be one of the principle studies and endeavors of our lives.” Thomas Jefferson

Can we ever “fortify our minds against the attacks of these misfortunes” to the point where adversity will not touch us? No, but like most things with effort there can be improvement. And to fortify ourselves against trials, discomfort, and difficulty should be one of the central efforts in our lives not only to preserve ourselves but to be a beacon in times of darkness for others whom we can encourage by our strength.

“The weakest soul, knowing its own weakness, and believing this truth that strength can only be developed by effort and practice, will, thus believing, at once begin to exert itself, and adding effort to effort, patience to patience, and strength to strength, will never cease to develop, and will at last grow divinely strong.” James Allen

“You are searching for the magic key that will unlock the door to the source of power; and yet you have the key in your own hands, and you may use it the moment you learn to control your thoughts.” Napoleon Hill

“Tempest-tossed souls, wherever ye may be, under whatsoever conditions ye may live, know this: In the ocean of life the isles of Blessedness are smiling, and the sunny shore of your ideal awaits your coming. Keep your hand firmly upon the helm of thought. In the bark of your soul reclines the commanding Master; He does but sleep; wake Him. Self-control is strength; Right Thought is mastery; Calmness is power. Say unto your heart, “Peace, be still!”

First, to set the stage, let’s start by saying that most believe education to be critical. Education here meaning high school since it is compulsory and everyone is required to attend. But specifically the content of the “education” spoken to by the majority is quite different from what is essential to survive in today’s competitive world. (More on this later.) Nevertheless, the popular content of the general high school curriculum those in the media, political and public arenas speak of entails arithmetic, science, language, phys ed, history, and English.

And most have been conditioned to believe that this type of education is necessary or critical or that a child without a high school education and, in most cases today, a college education limits the average child’s chance for success in the job market. And this is true to a degree but less so than most believe. But to continue our definition, it should be pointed out here that education gained usually translates to “job,” meaning that the belief is that high school and / or college are preparing the student for her life’s work. But this is not true and our youth are being shortchanged. For after twelve maybe sixteen years of education, then what? Education stops because institutional education is complete?

Today such thinking is disastrous, for with the opening of the global job market and greater competition–therefore the greater creative destruction of capitalism–one needs to be on the ball and constantly updating skills, even deleting and re-learning new skills, a situation that requires less of educational standards and a greater understanding of the critical need for developing one’s self-education skills that readies one for the great changes ahead–not only numerous jobs but careers that are sure to come. Never before has it been more critical for students and workers to understand the need to keep one’s skills, attitudes, and knowledge in tip-top shape, up to date and forever expanding.

And of course, as I’ve mentioned before numerous times-but bears repeating-high school grads and even college grads are lacking fundamental skills, knowledge, and attitudes that are more critical today than ever before: self-educating skills (as mentioned), critical and intuitive thinking, financial IQ, honesty, integrity, work ethic, success principles (upwards of 64 of them!), ability to work well with others, public speaking / leadership skills, and so much more.

Why are these intangibles, these often over looked skills, knowledge, and attitudes so important? Well, it is just the foundation of these very intangibles-which are rarely addressed in education-that will keep the average graduate on solid footing in regards to the many career changes guaranteed to come. After all this is, as Allen Greenspan states, the age of turbulence. The new grad must be adaptive, focused, work ready, and basically a company of one, ready and able to adapt as change occurs on the job, in the world national and international, and in ever changing career shifts. How market ready are you? How valuable and adaptive are your insights, skills, and attitudes? No longer can one rely on just one degree, skill, or job to see them through to retirement and its pension (by the way, pensions will have nearly evaporated by the time those who are just entering the work force have retired if current trends continue–they already are weakened and dissappearing).

This now brings us to the current state of education and belief that a standard high school education is necessary. Let’s bear down on the point at hand.

We often hear that schools are doing poorly or doing well in regards to testing and grades in the standard disciplines mentioned above–math, science, English, etc.. And it is generally taken for granted that we need these courses and that our children will benefit by taking them. However, how do we know this? What tangible evidence, research and verification tells us that what our children study is benefiting them five, ten, twenty years down the road?

As far as I know, there is none. To ensure that an education is critical it first must have value for the consumer, for if it holds none its hold on the consumer will be short lived. If we looked at the truth, we will find that not only are most not using that which they’ve learned in school and even college but they have little to no desire to retain it in the first place. Here are a few direct quotes from current and former students of mine.

“Got labs today. Can’t wait to purge this junk once the test is over.”

“Dude, that class is a joke. Do what we all do. Get the grade, dump the junk, and get on with your life.”

“Whoever thought we needed half this crap [knowledge gained from classes taken] should be shot, run over, then shot again.”

Some of these statements I’ve overheard or seen posted on various social media. (I’ve left out  the numerous comments that have an “R” rating or higher.) The point being that there’s a lot of precious “knowledge” out there that has little value for many in high school and college.

Why is this allowed to happen in the first place?

Well, most education is not for profit, meaning that if it were there would be a lot of asking of the customer what she likes and doesn’t like, as well as what is useful and not useful to not only retain  customers but to encourage them to come back. There’s little if any of that concern in education at any level. For emphasis, just consider where you get optimum service, at the DMV, US Post Office, or INS? Or maybe more so at Blockbusters, Wells Fargo, or Vons Supermarket? Yes, where the customer is king, in the private sector.

Most education is run by states and, therefore, talked about by those governing the country–those with short-term agendas to get elected or re-elected–not with the long-term picture in mind. And this bears out the point that most have little interest in or concern for what happens to grads after they’re gone and whether or not what they’ve studied is needed or necessary. Even schools and colleges are guilty of this offense. Have you ever been approached by your school or college with a survey to discern your consumer satisfaction? Then my question is, how do they have any idea that what they are doing is right? Good? Of merit or quality? Of need, even?
On top of it all, students attending school and college and their parents just take it for granted that authorities and governing bodies (regional accreditors that are academically oriented and not tied into the realities of the private sector) have selected curriculum that is appropriate for ever child’s needs, a ridiculous proposal at best. Does anyone ever question what they or their child is taking in school and / or college and how it specifically applies to them, their abilities, talents, character, skills, and desires? Trusting so much in governing bodies that do little to no checking to see if that which they are requiring students in schools and college is beneficial years later? If private companies were run like this they’d be out of business quicker than you could say “failed thinking.”

It is critical today more than ever before that consumers-students-understand thoroughly not only what education means, and its limitations, but what they need to ensure success not only in the workforce, but in their families, society, and spiritual life. There is so much that so many are missing out on with the current state of the education nation. It is in a sad state indeed and only its privatization or the seeking of a proper, thorough and adequate education by individuals in the know of what is needed will truly reform education. As consumers of education, we certainly need to be better trained in what we are receiving, what we need, and how to go about getting it.

What does that mean?

For a few examples, let’s go back in time.

At the founding of this country, certain groups of people were seen as savage, weak, untrustworthy, childish, and so forth. And they were relegated to second class status or lower. Just as in some cultures, Hindu for example, certain worth is arbitrarily assigned. If you were born to a wealthy mother and father, you were seen superior to everyone else, even if you were the nastiest person on earth. Conversely, you could be a virtual saint, the nicest person ever to live, but if you were poor your life was seen as holding little value.

And at times, these arbitrary standards or beliefs can be seen getting shot out of the water by great events, maybe a lesson from a greater power? For example, as I alluded to above, during the early years of this country, people felt blacks we’re inferior, for all the reasons mentioned above. And that’s why when they finally we’re able to fight in the Civil War, more officers we’re assigned to black regiments than to white. White officers felt that the black soldiers needed more supervision because they were more like children than men.

However, a strange thing happened and actually contributed to the war coming to an end. As black soldiers fought, white soldiers stood in amazement-especially Southern whites-as blacks not only fought with intelligence but bravery and honor. Southern whites began to see their “arbitrary” perception of blacks come crumbling down about their collective heads. Many Southerners began to loose faith in the cause. It was their fear and weakness that caused them to perceive blacks incorrectly that which could no longer stand in the light of the reality of war.

For another example, consider that prior to the late 1800s in the United States, women were seen as chattel or property of the man. There was even one case where a woman shot a policeman who came to her door and the husband took the blame because women weren’t seen as creatures that could think for themselves. Since the husband told his wife to shoot anyone who came to the door while he was away, her shooting the policeman was found not to be her fault. Besides, at that time women we’re not asked to make any decisions beyond that of what to cook and clean on any given day. Once again, “arbitrary” standards put forth by a group that merely magnifies weakness and fear.

Little has changed today. The issues may have changed, but to a great degree, arbitrary opinion and mores rule the day.

Case in point, a phrase from yesteryear that is still thrown around today: “a penny saved is a penny earned.” Is it? Should we all be saving? Today, some say savers are losers because the gold standard hasn’t been used since 1971, thus, the value of the dollar has declined considerably. If you look at what it takes to afford the essentials today (home, car(s), insurances, etc.) the truth of this point becomes evident. Also consider that the savings rate

has dropped from as high as 11 to 12 percent in the mid-eighties to an average of 1 percent since 2000.

Then there’s the myth of education, my last example. Here we hear such phrases as “No child left behind,” “Education leads to a better world,” “Education provides the American dream.” And so forth and so on. But an education does not ensure employment, a sufficient wage to capture the American dream, guarantee intelligence, or an individual who thinks logically, critically, moral, or just. Many an educated person has proven to be unjust and poor in his / her thinking. But there’s more.

Today, what is not being told to our incoming college freshmen is that there’s a change in the weather. Along with the economic changes mentioned above, companies outsourcing, downsizing, the greater globalization of world markets–as well as other factors–are not being explained to college students who seek careers, careers that many believe will provide more for them than just the great struggle that is certainly ahead.

But these lies or mis-truths and omissions are being perpetuated by the few who benefit, those who are not adversely affected, so why should they care? Because of this they are not talking and too many students, young people, walk into traps that take them years if not a decade or more to recover from.

But bottom line is that in order to be successful, first, you have to go deep to see what is really there. Do your homework. Don’t rely on existing popular notions, especially in rapidly changing world.

Many may say about education “If it ain’t broke, why fix it?” But that’s not the issue. What they mean to say is “Why fix it if in revealing the truth it will not line my pockets?” In most cases, if it’s not a money maker there’s no impetus for change. And education is not a big money maker. It’s more of a money drainer. Even though many pay lip service to it, going back 20 years of more (Bush Sr. the “education president”), if America wants to get it done, it gets it done. Little has been done regarding education reform.

So what are the issues that may not be fixed or spoken of that will trip you up? Here’s a few.

Few speak to the outmoded nature of colleges and universities-cumbersome vehicles that aren’t designed to keep up with the need to rapidly train a workforce made of individuals who may have three to five and as many as ten career changes; or to the misguided notion that teachers are greatly responsible for educating our youth while the brunt of the work should fall on the parent’s shoulders (specifically in secondary schools); that very few students entering colleges or job factories understand the dire need to think as entrepreneurs in a day n age of downsizing, outsourcing, temps and contractors, and a rapidly changing global job market; that once enough experience is gained our college grads must increase their financial IQ to move into being business owners (1 in 6 Americans now are) and active investors as insurance against dying pensions and social security fund. And so much more.

These are only a few issues that are not being taught, that is not common knowledge that could result in years of lost time and money left on the table. Many of the establishment have opinions about these issues that no longer hold true, not updating notions that may have been valid twenty years ago or more, but do not hold true today. They hold onto failed thinking like a child to his mother his first day at school.

More than ever before, we as individuals are responsible for ensuring that we are adaptable, flexible, and informed when it come to our educational, financial, social and political welfare. No longer can we rely on institutions-schools, colleges, government, employers-to provide. As the title of Alan Greenspan’s new book states, we are in The Age of Turbulence. And there is much work to be done.